Published Articles

Jayathirtha, G., Goode, J., & Skorodinsky, M. (2023). “I am coming from the same situation”: Connections between teacher identities and social justice within secondary computing education. In 2023 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 72–76). IEEE. https://doi.org/10.1109/RESPECT60069.2023.00022

Jayathirtha, G., Chapman, G., & Goode, J. (2023). “Social media is…sort of our East India Trading Company”: High school computing teachers engaging at the intersection of colonialism and computing. In Proceedings of the ACM Conference on Global Computing Education, Vol. 1 (pp. 84–90). ACM. https://doi.org/10.1145/3576882.3617926

Jayathirtha, G., Chapman, G., & Goode, J. (2024). Holding a safe space with mutual respect and politicized trust: Essentials to co-designing a justice-oriented high school curricular program with teachers. In Proceedings of the 2024 RESPECT Annual Conference (pp. 215–223). ACM. https://doi.org/10.1145/3653666.3656090

Jayathirtha, G., Chapman, G., & Goode, J. (2025). Questioning the why and the how: Collective transformative agency of experienced teachers co-designing a justice-oriented high school introductory computing program. Journal of Research on Technology in Education, 57(1), 84–109. https://doi.org/10.1080/15391523.2024.2399278

Jayathirtha, G., Goode, J., Chapman, G., Jones, K., Elmeligui, T., Taylor, M., Ottina, J., & Crocker, T. (2025). The what and how of becoming “co-conspirators of social justice” in computing education: Perspectives from and for high school computing teachers. In A. Rajala, A. Cortez, R. Hofmann, A. Jornet, H. Lotz-Sisitka, & L. Markauskaite (Eds.), Proceedings of the 19th International Conference of the Learning Sciences (ICLS 2025) (pp. 511–519). International Society of the Learning Sciences. https://doi.org/10.22318/icls2025.200885 

Jayathirtha, G., Goode, J., Chapman, G., & Shaw, M. S. (2025). Teachers as leaders of justice-oriented computing education. ACM Inroads, 16(2), 52–59. https://doi.org/10.1145/3733609 

Jayathirtha, G., Goode, J., Chapman, G., Elmeligui, T., Griggs, E., Crocker, T., Ottina, J., Yanek, D., & Parr, J. (2026). Dialogue, design, & reflect: Partnering with teachers to transform education. In Proceedings of the International Conference of the Learning Sciences (ICLS 2026). International Society of the Learning Sciences.

Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2008). Stuck in the shallow end: Education, race, and computing. MIT Press.

Goode, J. (2008). Increasing diversity in K-12 computer science: Strategies from the field. In Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education (pp. 362–366). ACM. https://doi.org/10.1145/1352135.1352259

Goode, J. (2010). Connecting K-16 curriculum & policy: Making computer science engaging, accessible, and hospitable for underrepresented students. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education (pp. 22–26). ACM. https://doi.org/10.1145/1734263.1734272

Goode, J. (2011, Summer). Exploring Computer Science: An equity-based reform program for 21st century computing education. Journal for Computing Teachers.

Goode, J., & Margolis, J. (2011). Exploring Computer Science: A case study of school reform. ACM Transactions on Computing Education, 11(2), 1–16. https://doi.org/10.1145/1993069.1993076

Margolis, J., Goode, J., & Bernier, D. (2011). The need for computer science. Educational Leadership, 68(5), 68–72.

Goode, J., Chapman, G., & Margolis, J. (2012). Beyond curriculum: The Exploring Computer Science program. ACM Inroads, 3(2), 47–53. https://doi.org/10.1145/2189835.2189851

Margolis, J., Ryoo, J. J., Sandoval, C. D. M., Lee, C., Goode, J., & Chapman, G. (2012). Beyond access: Broadening participation in high school computer science. ACM Inroads, 3(4), 72–78. https://doi.org/10.1145/2381083.2381102

Ryoo, J. J., Margolis, J., Lee, C. H., Sandoval, C. D. M., & Goode, J. (2013). Democratizing computer science knowledge: Transforming the face of computer science through public high school education. Learning, Media and Technology, 38(2), 161–181. https://doi.org/10.1080/17439884.2013.756514

Margolis, J., Goode, J., Chapman, G., & Ryoo, J. J. (2014). That classroom “magic.” Communications of the ACM, 57(7), 31–33. https://doi.org/10.1145/2618107

Margolis, J., Goode, J., & Ryoo, J. J. (2015). Democratizing computer science. Educational Leadership, 72(4), 48–53.

Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2017). Stuck in the shallow end: Education, race, and computing (Updated ed.). MIT Press.

Goode, J., Margolis, J., & Chapman, G. (2014). Curriculum is not enough: The educational theory and research foundation of the Exploring Computer Science professional development model. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 493–498). ACM. https://doi.org/10.1145/2538862.2538948

Ryoo, J. J., Goode, J., & Margolis, J. (2015). It takes a village: Supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community. Computer Science Education, 25(4), 351–370. https://doi.org/10.1080/08993408.2015.1130952

Margolis, J., Ryoo, J. J., & Goode, J. (2017). Seeing myself through someone else’s eyes: The value of in-classroom coaching for computer science teaching and learning. ACM Transactions on Computing Education, 17(2), Article 6. https://doi.org/10.1145/2967616

Goode, J., & Ryoo, J. J. (2019). Teacher knowledge for inclusive computing learning. In S. A. Fincher & A. V. Robins (Eds.), The Cambridge handbook of computing education research (pp. 709–726). Cambridge University Press. https://doi.org/10.1017/9781108654555.025

Goode, J., Peterson, K., & Chapman, G. (2019). Online professional development for computer science teachers: Gender-inclusive instructional design strategies. International Journal of Gender, Science and Technology, 11(3), 395–404.

Goode, J., Peterson, K., Malyn-Smith, J., & Chapman, G. (2019). Online professional development for teachers: Instructional design strategies for broadening participation in high school computing. In Proceedings of EdMedia + Innovate Learning (pp. 595–600). AACE.

Goode, J., Peterson, K., Malyn-Smith, J., & Chapman, G. (2019). Online professional development for high school teachers: Building the capacity of a national cadre of teachers to broaden participation in computing. In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1–5). IEEE. https://doi.org/10.1109/RESPECT46404.2019.8985930 [Distinguished paper]

Goode, J., Johnson, S. R., & Sundstrom, K. (2020). Disrupting colorblind teacher education in computer science. Professional Development in Education, 46(2), 354–367. https://doi.org/10.1080/19415257.2018.1550102

Goode, J., Peterson, K., Malyn-Smith, J., & Chapman, G. (2020). Online professional development for high school computer science teachers: Features that support an equity-based professional learning community. Computing in Science & Engineering, 22(5), 51–59. https://doi.org/10.1109/MCSE.2020.2989622

RunningHawk Johnson, S., Ivey, A., Snyder, J., Skorodinsky, M., & Goode, J. (2020). Intersectional perspectives on teaching: Women of color, equity, and computer science. In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 108–111). IEEE. https://doi.org/10.1109/RESPECT49803.2020.9272484 

Goode, J., Ivey, A., RunningHawk Johnson, S., Ryoo, J. J., & Ong, C. (2021). Rac(e)ing to computer science for all: How teachers talk and learn about equity in professional development. Computer Science Education, 31(3), 374–399. https://doi.org/10.1080/08993408.2020.1804772

Ivey, A., RunningHawk Johnson, S., Skorodinsky, M., Snyder, J., & Goode, J. (2021). Abolitionist computer science teaching: Moving from access to justice. In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1–4). IEEE. https://doi.org/10.1109/RESPECT51740.2021.9620652 

Skorodinsky, M., Ivey, A., RunningHawk Johnson, S., Snyder, J., & Goode, J. (2022). It’s all relational: Moving from transactional to relational computer science education research. In 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE.

Goode, J. (2023). Putting the pro in professional learning for computing teachers: Empowering educators to design for equity. In Proceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research. ACM. https://doi.org/10.1145/3605468.3609784

Margolis, J., Goode, J., & Binning, K. R. (2015). Exploring Computer Science: Active learning for broadening participation in computing. Computing Research News, 27(9), 16–20. https://cra.org/crn/2015/10/expanding-the-pipeline-exploring-computer-science-active-learning-for-broadening-participation-in-computing

Margolis, J., Goode, J., & Chapman, G. (2015). An equity lens for scaling: A critical juncture for Exploring Computer Science. ACM Inroads, 6(3), 58–66. https://doi.org/10.1145/2794294

Margolis, J., & Goode, J. (2016). Ten lessons for computer science for all. ACM Inroads, 7(4), 52–56. https://doi.org/10.1145/2988236

Margolis, J., Goode, J., & Flapan, J. (2017). A critical crossroads for computer science for all: “Identifying talent” or “building talent,” and what difference does it make? In Y. Rankin & J. Thomas (Eds.), Moving students of color from consumers to producers of technology (pp. 1–23). IGI Global. https://doi.org/10.4018/978-1-5225-2005-4.ch001

Goode, J., Flapan, J., & Margolis, J. (2018). Computer science for all: A school reform framework for broadening participation in computer science. In W. G. Tierney, Z. B. Corwin, & A. Ochsner (Eds.), Diversifying digital learning: Online literacy and educational opportunity (pp. 45–65). Johns Hopkins University Press.

Goode, J., Skorodinsky, M., Hubbard, J., & Hook, J. (2020). Computer science for equity: Teacher education, agency, and statewide reform. Frontiers in Education, 4, Article 162. https://doi.org/10.3389/feduc.2019.00162

Fields, D. A., Landa, J., Nakajima, T. M., Margolis, J., Chapman, G., Kafai, Y. B., & Goode, J. (2016, October). Putting making in computer science classrooms: An electronic textiles high school curriculum for Exploring Computer Science [Demonstration]. FabLearn 2016 Conference, Palo Alto, CA, United States.

Fields, D. A., Kafai, Y. B., Nakajima, T., & Goode, J. (2017). Teaching practices for making e-textiles in high school computing classrooms. In Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education (FabLearn ’17) (Article 5). ACM. https://doi.org/10.1145/3141798.3141804

Fields, D. A., Lui, D., & Kafai, Y. B. (2017). Teaching computational thinking with electronic textiles: High school teachers’ contextualizing strategies in Exploring Computer Science. In Proceedings of the International Conference on Computational Thinking Education 2017 (pp. 67–72). The Education University of Hong Kong.

Fields, D. A., Kafai, Y. B., Nakajima, T., Goode, J., & Margolis, J. (2018). Putting making into high school computer science classrooms: Promoting equity in teaching and learning with electronic textiles in Exploring Computer Science. Equity & Excellence in Education, 51(1), 21–35. https://doi.org/10.1080/10665684.2018.1436998

Fields, D. A., Lui, D., & Kafai, Y. B. (2019). Teaching computational thinking with electronic textiles: Modeling iterative practices and supporting personal projects in Exploring Computer Science. In S.-C. Kong & H. Abelson (Eds.), Computational thinking education (pp. 279–294). Springer. https://doi.org/10.1007/978-981-13-6528-7_16

Kafai, Y. B., Fields, D. A., Lui, D. A., Walker, J. T., Shaw, M. S., Jayathirtha, G., Nakajima, T. M., Goode, J., & Giang, M. T. (2019). Stitching the loop with electronic textiles: Promoting equity in high school students’ competencies and perceptions of computer science. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 1176–1182). ACM. https://doi.org/10.1145/3287324.3287518

Nakajima, T. M., & Goode, J. (2019). Teachers’ approaches to mak(e)ing computing culturally responsive: Electronic-textiles in Exploring Computer Science classes. In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE. https://ieeexplore.ieee.org/document/8985870 [Distinguished paper]

Nakajima, T. M., & Goode, J. (2019). Transformative learning for computer science teachers: Examining how educators learn e-textiles in professional development. Teaching and Teacher Education, 85, 148–159. https://doi.org/10.1016/j.tate.2019.05.004

Nakajima, T. M., & Goode, J. (2020). Lighting up learning: Teachers’ pedagogical approaches for mak(e)ing computing culturally responsive in electronic-textiles classrooms. Computing in Science & Engineering, 22(5), 41–50. https://doi.org/10.1109/MCSE.2020.3007164

Jayathirtha, G., Fields, D., Kafai, Y., Chapman, G., Goode, J., & Shaw, M. (2023). Weaving the societal and the technical into teacher experiences: Experienced computing high school teacher learning in an electronic textiles professional development session. In Proceedings of the 17th International Conference of the Learning Sciences (ICLS 2023). International Society of the Learning Sciences. https://doi.org/10.22318/icls2023.988036

Dettori, L., Greenberg, R. I., McGee, S., & Reed, D. (2015). The impact of meaningful high school computer science experiences in the Chicago Public Schools. In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1–4). IEEE. https://doi.org/10.1109/RESPECT.2015.7296505

Lewis, D. W., Kohne, L., Mechlinski, T., & Schmalstig, M. (2015). The Exploring Computer Science course, attendance and math achievement. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 147–152). ACM. https://doi.org/10.1145/2729094.2742598

Reed, D., Wilkerson, B., Yanek, D., Dettori, L., & Solin, J. (2015). How Exploring Computer Science (ECS) came to Chicago. ACM Inroads, 6(3), 75–77. https://doi.org/10.1145/2807703

Dettori, L., Greenberg, R. I., McGee, S., & Reed, D. (2016). The impact of the Exploring Computer Science instructional model in Chicago Public Schools. Computing in Science & Engineering, 18(2), 10–17. https://doi.org/10.1109/MCSE.2016.39

Hu, H. H., Heiner, C., & McCarthy, J. (2016). Deploying Exploring Computer Science statewide. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (pp. 72–77). ACM. https://doi.org/10.1145/2839509.2844622

McGee, S., McGee-Tekula, R., Duck, J., White, T., Greenberg, R. I., Dettori, L., Reed, D. F., Wilkerson, B., Yanek, D., Rasmussen, A., & Chapman, G. (2016). Does a Taste of Computing increase computer science enrollment? In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1–8). IEEE. https://doi.org/10.1109/RESPECT.2016.7836165

McGee, S., McGee-Tekula, R., Duck, J., Greenberg, R. I., Dettori, L., Reed, D. F., Wilkerson, B., Yanek, D., Rasmussen, A. M., & Chapman, G. (2017). Does a Taste of Computing increase computer science enrollment? Computing in Science & Engineering, 19(3), 8–18. https://doi.org/10.1109/MCSE.2017.50

McGee, S., McGee-Tekula, R., Duck, J., McGee, C., Dettori, L., Greenberg, R. I., Snow, E., Rutstein, D., Reed, D., Wilkerson, B., Yanek, D., Rasmussen, A. M., & Brylow, D. (2018). Equal outcomes 4 all: A study of student learning in ECS. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 50–55). ACM. https://doi.org/10.1145/3159450.3159529

McGee, S., Dettori, L., Greenberg, R., Rasmussen, A., Reed, D., & Yanek, D. (2018, May). CAFÉCS: Supporting quality CS access 4 all Chicago students [Video]. 2018 STEM for All Video Showcase. http://stemforall2018.videohall.com/presentations/1178

Bort, H., Guha, S., & Brylow, D. (2018). The impact of Exploring Computer Science in Wisconsin: Where disadvantage is an advantage. In Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (pp. 57–62). ACM. https://doi.org/10.1145/3197091.3197140

McGee, S., Greenberg, R. I., Dettori, L., Rasmussen, A. M., McGee-Tekula, R., Duck, J., & Wheeler, E. (2018). An examination of factors correlating with course failure in a high school computer science course (Technical Report No. 5). The Learning Partnership. https://ecommons.luc.edu/cs_facpubs/205

Henrick, E., McGee, S., Greenberg, R. I., Dettori, L., Rasmussen, A. M., Yanek, D., & Reed, D. F. (2019). Assessing the effectiveness of computer science RPPs: The case of CAFÉCS. In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE. https://doi.org/10.1109/RESPECT46404.2019.8985736

McGee, S., Wachen, J., Dettori, L., Yanek, D., Brannon, F., Rasmussen, A. M., Reed, D. F., & Greenberg, R. I. (2019). Standardizing facilitator development for Exploring Computer Science professional development. In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE. https://doi.org/10.1109/RESPECT46404.2019.8985691

McGee, S., Greenberg, R. I., McGee-Tekula, R., Duck, J., Rasmussen, A. M., Dettori, L., & Reed, D. F. (2019). An examination of the correlation of Exploring Computer Science course performance and the development of programming expertise. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 1067–1073). ACM. https://doi.org/10.1145/3287324.3287415

McGee, S., Dettori, L., Greenberg, R. I., Rasmussen, A. M., Reed, D. F., & Yanek, D. (2020). The changing profile of ECS teachers [Poster abstract]. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education. ACM. https://doi.org/10.1145/3328778.3372679

McGee, S., McGee-Tekula, R., Duck, J., Dettori, L., Greenberg, R. I., Rasmussen, A. M., Wheeler, E., & Shelton, A. (2020). Does a computer science graduation requirement contribute to increased enrollment in advanced computer science coursework? In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1–2). IEEE.

Qazi, M. A., Gray, J., Shannon, D. M., Russell, M., & Thomas, M. (2020). A state-wide effort to provide access to authentic computer science education to underrepresented populations. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 241–246). ACM.

Johnson, M., Chapman, G., Dettori, L., McGee, S., Peterson, K., & Rasmussen, A. M. (2022). Hybrid/online ECS: An equity-focused credit recovery course. In 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 75–79).